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Media Literacy versus Fake News: Critical Thinking, Resilience and Civic Engagement.

McDougall, J., 2019. Media Literacy versus Fake News: Critical Thinking, Resilience and Civic Engagement. Medijske Studije, 10 (19), 29-45.

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DOI: 10.20901/ms.10.19.2

Abstract

This articles shares research findings to support the case for media literacy education to facilitate resilient media engagement by young citizens. It shares the outcomes of a project funded by the US Embassy in London, which brought together leading researchers from the United States and UK with a range of key stakeholders, including journalists, teachers, students, librarians and information professionals. This ethnographic research consisted of interviews with prominent members of the stakeholder fields, four multi-stakeholder, dialogic workshops and an extensive field review or literature, policy, pedagogic practice and existing educational resources. From the findings of this ethnography, the argument is presented that critical media literacy, if adopted as a mandatory subject in schools and taught as a dynamic literacy education, would better equip young citizens with resilience to ‘information disorder’ (Wardle and Derekhshan, 2017) than reactive resources (such as fact-checking and verification tools) and small-scale projects which focus primarily on competences.

Item Type:Article
ISSN:1847-9758
Additional Information:The article is adapted and re-purposed for this special issue from Fake News vs Media Studies: Travels on a False Binary (McDougall, Palgrave, 2019)
Uncontrolled Keywords:Media literacy, fake news, misinformation, resilience
Group:Faculty of Media & Communication
ID Code:32828
Deposited By: Unnamed user with email symplectic@symplectic
Deposited On:30 Sep 2019 13:12
Last Modified:04 Feb 2020 11:03

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